Abstract
The purpose of this study is to explore the literacy practices of mothers with refugee backgrounds and the ways that they position themselves in relation to these practices. Data include fieldnotes, interviews, artifacts, and informal conversations. The findings reveal the participants’ family literacy practices within the specific domains of education, family, and community in the United States. The findings also show that the participants had multiple identity positions as cultural experts and parents who provided educational resources for their children. The study has implications for parental involvement in urban schools and for educators practicing in K-12 and adult ESL.
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